جستجوی مقالات مرتبط با کلیدواژه « اضطراب امتحان » در نشریات گروه « روانشناسی »

The present study aimed to compare the two executive functions of attention shifting and response inhibition in children with separation anxiety disorder and test anxiety. The current research was of a causal-comparative type. The statistical population of this study consisted of all female elementary school students in Sari City, who were diagnosed with separation anxiety disorder and test anxiety in the years 1402-1403. From the entire population, 150 individuals were selected using purposeful sampling. 75 individuals were placed in the separation anxiety group and 75 individuals in the test anxiety group. Data collection was done using the Spence Children's Anxiety Scale (SCAS; 1997), Sarason Test Anxiety Questionnaire (1958), Stroop Color-Word Computerized Test (SWCT; 1935), and Wisconsin Card Sorting Test (WCST; 1948). Multivariate Analysis of Variance (MANOVA) was used to analyze the data. The results showed a significant difference in the attention-shifting component (P=0.001) between individuals with separation anxiety and individuals with test anxiety (P< 0.05). However, no significant difference was observed in the response inhibition component (P= 0.225) between the two sample groups (P> 0.05). Therefore, it can be concluded that there is a difference in attention shifting in individuals with separation anxiety and individuals with test anxiety.

The purpose of the present study is to identify the effectiveness of cognitive therapy-based mindfulness training on rumination and exam anxiety in the first high-school female students in Tehran. Due to the semi-experimental method of the present study, the statistical population of all high school students in Tehran was a sample of 30 people randomly in two groups of control (15 persons) and the experimental group (15 persons). The sample size was selected from the targeted sampling method and the samples were included in the two groups of control and experimental group based on the score of the Rumination Questionnaire Nollen Hoeksema and Moro (1991) and exam anxiety Questionnaire Abolghasemi et al (1375) and the experimental group was trained during eight ninety-minute sessions of mindfulness intervention based on cognitive therapy. Data were analyzed using covariance analysis. The results showed that cognitive therapy-based mindfulness training is effective in dealing with rumination and exam anxiety in the first high school students in Tehran and the significant level of rumination and less exam anxiety. It is 0/05, so this shows that there is a significant difference between the two groups of control and experimental in the amount of rumination and test anxiety. Cognitive therapy-based mindfulness training with an effect size of 0/675 reduced rumination and reduced exam anxiety by an effect size of 0/572. Therefore it can be used as an effective intervention.

Exam anxiety is a prevalent psychological and educational challenge among students, significantly impacting their academic performance, mood, and social behaviors. Gaining a deeper understanding of the psychological processes involved in exam anxiety can assist in developing effective strategies to enhance academic performance and improve students' overall quality of life. However, in the existing literature, the intricate interactions among maladaptive schemas, fear of negative evaluation, and exam anxiety have not been thoroughly examined.

The purpose of this study was to modeling structural test anxiety based on early maladaptive schemas with mediating role fear of negative evaluation in students in Tehran city.

This study was conducted in the presence of 500 people by convinience sampling method among high school students in Tehran city in year academic 2021-2022. To measure the variables, test anxiety inventory (TAI) of Abolghasemi and et al (1996), Young schema questionnaire – short form version 3 (YSQ-S3) of Young (2005) and brief fear of negative evaluation scale (BFNE) of Leary (1983). Data were analyzed using Pearson correlation and structural equation modelling with using SPSS-24 and AMOS software was investigated.

The results showed that there is a positive and significant relationship between early maladaptive schemas and fear of negative evaluation with test anxiety (P <0.01). The results also showed that most of the direct paths of this study were significant and the indirect paths of early maladaptive schemas were significant through the mediating role of fear of negative evaluation on test anxiety. Also, proposed model had an acceptable fitness to the data (RMSEA= 0/041,P-value< 0/05) and evaluated model has a good fit and is an important step in identifying the factors that are effective in test anxiety among high school students in Tehran city.

The results demonstrated that initial maladaptive schemas have a significant impact on exam anxiety through the mediating role of fear of negative evaluation. Therefore, based on these findings, it can be concluded that in addition to their direct influence on exam anxiety, schemas can also affect the dependent variable or criterion through the mediation of fear of negative evaluation. Consequently, this finding represents a significant step towards understanding the factors influencing exam anxiety in first-year high school students in Tehran

Background & 

The purpose of this research was to investigate the effectiveness of self-efficacy education on test anxiety and belonging to school in the second high school male students of Birjand city. Materials &

The current research was a semi-experimental type that was implemented with a pre-test-post-test design and a 3-month follow-up. Among the second secondary schools in Birjand city, one school was randomly selected and using G Power software, a sample size of 52 students was considered and the students were randomly divided into three groups (26 students in each group). The data were analyzed with repeated measures analysis of variance.

The findings of the present study showed that self-efficacy training reduce test anxiety and increase the level of belonging to the school of students compared to the control group (p<0.001).

Considering the influence of self-efficacy training on test anxiety and belonging to school in students, counselors and therapists can use these approaches to reduce test anxiety and also increase the level of belonging to school. School students use.

Considering the importance of test anxiety in female students, the present research was conducted with the aim of comparing the effectiveness of mindfulness and working memory education on test anxiety of junior female students. The current research was a semi-experimental with a pre-test, post-test and one-month follow-up design with a control group. The research population was all junior female students in Bojnord city in the 2022-23 academic years. The sample of this study was 45 people who were selected by available sampling method and randomly assigned into three groups of 15 people. The first experimental group underwent 8 sessions of 120 minute of mindfulness education and the second experimental group underwent 15 sessions of 60 minute of working memory education and during this time the control group did not receive any training. In this study, in addition to the demographic information form was used from the Friedman and Bendas-Jacob test anxiety scale (1997). The data of the present research were analyzed by the methods of chi-square, analysis of variance with repeated measurements and Bonferroni post hoc test in SPSS-21 software. The findings showed that both methods of mindfulness and working memory education reduced the test anxiety components including social derogation, cognitive obstruction and tenseness of junior female students and result remained in the follow-up stage (P<0.001), but there was no significant difference between the mentioned intervention methods in reducing their test anxiety components (P>0.05). Considering the effectiveness of both mindfulness and working memory education methods in reducing test anxiety and the lack of significant difference between them, it is suggested that counselors and psychologists use both methods to reduce exam anxiety.

The present study aimed to compare the effectiveness of the confrontational cat therapy program and self-encouragement training on students' social anxiety and exam anxiety. This semi-experimental research employed a pre-test-post-test design with a control group and included a follow-up period. The statistical population consisted of 6th-grade female students in the academic year 2019-2020 in Zanjan city. A total of 45 qualified volunteers were selected through purposive sampling and randomly assigned to three groups of 15 individuals. All three groups completed social anxiety questionnaires (SAQ) by Connor & et al (2000) and exam anxiety (EAQ) by Abolghasemi & et al (1996). One of the experimental groups underwent the confrontational cat treatment program for 16 sessions (60 minutes each session), while the other experimental group underwent the self-encouragement treatment program for 10 sessions (90 minutes each session). Data analysis was conducted using the method of analysis of variance with repeated measurements and Benferoni's post hoc test. Results indicated that both the confrontational cat and self-encouragement interventions, compared to the control group, significantly reduced students' social anxiety and exam anxiety (P<0.001), and this reduction persisted until the follow-up stage. Additionally, the results revealed that the self-encouragement intervention had a greater effect in reducing students' social anxiety and exam anxiety compared to the cat intervention (P<0.05). In conclusion, the self-encouragement program was found to be more effective in reducing the social anxiety and test anxiety of students than the confrontational cat program.

Nowadays, education and learning are the most basic activities of life in progressive societies, and the survival and durability of any society depends on acquiring information and applying it in life. The purpose of this research was to compare the effectiveness of self-efficacy education and education based on acceptance and commitment on test anxiety and belonging to school in second secondary school boys in Birjand city.

The current research was a quasi-experimental type that was implemented with a pre-test-post-test design and a 3-month follow-up. Among the second secondary schools in Birjand city, one school was randomly selected and using G Power software, a sample size of 78 students was considered and the students were randomly divided into three groups (26 students in each group) Self-efficacy test, 26 people were included in the ACT intervention group and 26 people were in the control group. The data were analyzed with repeated measures analysis of variance.

The findings of the present study showed that self-efficacy training and training based on acceptance and commitment reduce test anxiety and increase the level of belonging to the school of students compared to the control group (p<0.001). The results of the Bonferroni test showed that there was no significant difference between the influence of self-efficacy training compared to training based on acceptance and commitment on test anxiety and belonging to school (p<0.05).

Considering the influence of self-efficacy training and education based on acceptance and commitment on test anxiety and belonging to school in students, counselors and therapists can use these approaches to reduce test anxiety and also increase the level of belonging to school.

The present study was conducted with the aim of the role of academic self-defeating behaviors, test anxiety, and social problem-solving skills in predicting the academic achievement of secondary school students. The present research method was applied in terms of purpose and descriptive correlation in terms of the nature of the data. The statistical population of the present study included all students of the first secondary school in the 4th district of Tehran in the academic year 2022-2023, of which 270 people (144 girls, 116 boys) were selected by multi-stage random cluster sampling. The participants used the Self-Destructive Cognition and Behavior Scales (SDBC) (Cunningham, 2007), Test Anxiety (FTA) (Friedman and Bandaz-Jacob, 1997) and the Revised Social Problem-Solving Questionnaire (SPSI-R) (Dzurilla & Nezu, 2002) answered. Data were analyzed simultaneously using multiple regression analysis. The results showed that there are direct and significant relationships between social problem-solving skills and academic achievement and inverse and significant relationships between academic procrastination, academic self-handicapping from the components of academic self-defeating behaviors and social humiliation, cognitive error and stress from the components of exam anxiety with There is academic achievement of students. The research results also showed that the combination of research variables significantly predicts the academic progress of students and explains 51% of its variance (R2 = 0.51) (P<0.01). Based on this, it seems that problem-solving social skills, academic self-defeating behaviors, and test anxiety play an important role in predicting students' academic achievement.

Test anxiety is one of the types of anxiety in educational environments and exam conditions, which has caused many psychological challenges for students, including teenagers, as well as their families. Considering the growing trend of this problem, so far, extensive interventions have been carried out with the aim of reducing test anxiety among the adolescent population; the investigation of these interventions seems important and necessary.

Therefore, the present study was conducted with the aim of reviewing the interventions made in the field of reducing test anxiety among adolescents.

The research method was a systematic review. For this purpose, the keywords "effectiveness", "impact", "intervention", "high school", "secondary school", "students", "adolescents", "adolescents" and "test anxiety" in SID databases, individually and in combination. Magiran, Google Scholar, Ensani and Civilica were searched between April 2019 and February 2024. After applying the entry and exit criteria and according to the PRISMA model, among the 213 primary studies, 33 articles were included in the present systematic review.

The results showed different types of therapeutic and educational interventions such as cognitive-behavioral therapy, therapy based on acceptance and commitment, therapy based on mindfulness, interventions based on metacognitive strategies, emotional regulation, self-regulation, documentary retraining and other interventions such as brain-based training, successful intelligence. Reality therapy and dialectical behavior therapy have been the most important interventions to reduce the anxiety of teenagers. The most used interventions were cognitive behavioral therapy, therapy based on mindfulness and therapy based on acceptance and commitment.

Therefore, it is suggested to pay attention to these therapeutic and educational intervention approaches in the interventions that are carried out by counselors and psychologists with the aim of reducing the test anxiety of teenagers.

The purpose of this study was to determine the effectiveness of Gestalt play therapy on aggression and test anxiety of elementary school students with specific learning disabilities. The research method was semi-experimental with a pre-test & post-test design and a follow-up period of one month. The statistical population included all elementary school girls (first period) with specific learning disabilities in reading and writing who were studying in Kashan City in the academic year 1402-1401. The sampling method was purposeful. In this way, 30 female elementary school students with choice disorder were randomly assigned to two experimental and control groups (15 people each). The tools used included the Nelson & Finch Children`s Inventory of Anger (CHIA), (2000) and the Abolghasemi et al test anxiety scale (TAI), (2015). The experimental group was treated in 10 sessions of 45 minutes twice a week and in three groups of five people, they were treated with a play therapy educational package based on the Gestalt method of Violet Oaklander (1997). The collected data were analyzed by repeated measure analysis of variance. The results showed that there is a significant difference between the averages in the pre-test, post-test, and follow-up stages (p≤0.001), while no significant difference was observed between the averages in the post-test and follow-up stages, which indicates the stability of the effectiveness of the intervention. Therefore, using gestalt play therapy can be effective in reducing aggression and test anxiety of students with special learning disorders.

The aim of the present study was to determine the effectiveness of teaching problem-solving skills on exam anxiety, self-efficacy, and locus of control of male second-year high school students. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population was the male students in the second year of middle school in Tabriz city in the academic year 2021-2022, from which 60 students were selected by multi-stage random sampling and randomly divided into 2 experimental groups (30 people) and a control group (30 people). were placed The test anxiety scale (TAS, Sarason, 1998), academic self-efficacy questionnaire (ASQ, McIlroy and Bunting, 2002), and locus of control questionnaire (SCQ, Rutter, 1996) were used to collect data. Data analysis was done using analysis of the covariance test. The results of the research showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of test anxiety, self-efficacy, and source of control in the two test and control groups (P<0.01). In fact, teaching problem-solving skills increases academic self-efficacy and the source of internal control. Also, teaching problem-solving skills reduces exam anxiety and the source of external control in students.

The aim of this study was to determine the role of parental communication patterns and attribution styles in prediction school phobia and test anxiety student.

This is a descriptive correlational study. From all high school students and their parents who resided in Ardebil in 2019, 100 parents and 100 students were selected by convenience sampling. Test anxiety questionnaire, documented style and revised family communication patterns scale were used for data collection. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS22 software.

The results showed that there is a significant negative relationship between positive attribution style and communication pattern of dialogue with school phobia and test anxiety and there is a significant positive relationship between negative attribution style and coping style with school phobia and test anxiety (p<0.01). The results of regression analysis showed that 39.14% of school phobia and 33.1% of students 'test anxiety were explained by parents' communication patterns and attribution styles (p<0.01).

The results emphasize the need for more attention to parent-child relationships in children with school phobia and anxiety.

The aim of the current research was to determine the effectiveness of acceptance and commitment-based therapy on test anxiety of students with a specific learning disability. The design of the research was quasi-experimental with pre-test and post-test with a control group. The statistical population included all female students with specific learning disabilities in Tabriz who were selected by convenience sampling. In the same vein, the Acceptance and commitment therapy protocol was carried out in 8 sessions for the experimental group and the Spielberger, s test anxiety scales were used to collect the data in the pre-and post-test stages. Univariate analysis of covariance revealed that acceptance and commitment training reduces test anxiety among students with specific learning disabilities. Acceptance and commitment-based therapy helps subjects cope with test anxiety through psychological flexibility, psychological interaction with thoughts and feelings, and acceptance of unpleasant experiences. To achieve evidence-based practice, it is recommended to develop and implement an acceptance and commitment intervention program to reduce the test anxiety of other students with developmental disabilities.

The main of this study was to evaluate the effectiveness of motor perception training on math disorder and test anxiety in primary school students with learning disabilities in Tehran. The present study was a quasi-experimental study including a pretest-posttest design with a control group. 40 qualified students with learning disabilities who referred to learning disabilities centers between years 1397-1398 in Tehran were selected through available and purposeful sampling methods and were assigned in motor perceptual experimental group (n=20) and the control group (n=20). The follow-up stage was also performed one month after the test. To complete the data, IQ test questionnaires (Wechsler, 2003), math learning disorder (Conley, 1988) and standard test anxiety questionnaire (Sarason, 1957) were used. SPSS software was used to analyze the data. Findings of the statistical tests of multivariate analysis of covariance in the groups of motor perception and control training in the post-test and follow-up stages show that these groups are significantly different from each other in at least one of the dependent variables. Thus, in both of these stages, there is a significant difference in the variables of math disorder and test anxiety between the groups of motor perception training and control indicating the continuation of the effect of motor perception training in the experimental group. Therefore, it can be concluded that motor perception training is used to reduce math disorders and test anxiety in students.

The present study aimed to investigate the relationship between coping styles and social support with test anxiety with the mediating role of academic resilience.

The research method is descriptive-correlational. The statistical population included all female high school students from Kashsn city during 2020-2021, among which 316 students were selected by multi-stage cluster sampling method. Data were collected using Andler and Parker's (1990) Coping Styles Questionnaire, Zimet et al.'s Multidimensional Social Support Questionnaire (1988), Martin's (2003) Academic Resilience Questionnaire, and Spielberger's Test Anxiety Questionnaire (1980). The evaluation of the proposed model was performed using structural equation modeling and the bootstrap method.

The results showed that there are significant correlations between test anxiety with problem-oriented strategy (r = -0.31, p <0.01), emotion-oriented strategy (r = 0.63, p <0.01), distraction strategy (r = 0.18, p <0.01), social employment strategy (r = -0.22, p <0.01), social support (r = -0.23, p <0.01) and academic resilience (r = -0. 63, p <0.01). The results showed that the proposed model has an acceptable fit. The results of path analysis also indicate that academic resilience mediates the relationship between problem-oriented style, emotion-oriented coping style, and social support with test anxiety.

Academic resilience mediates the relationship between problem-oriented coping style, emotion-oriented coping style, and social support with test anxiety. The findings have practical implications for school counselors and educational psychologists to prevent and control test anxiety.

Exam anxiety as a cognitive-attention construct plays an important role in performance. Because people with anxiety tests focus on activities that are unrelated to homework, occupancy, self-critique, and physical concerns, resulting in less attention to the assignment, which reduces their performance.

The purpose of this study was to investigate the effectiveness of meta-cognitive therapy on of test anxiety in high school girl students in Khorramabad city.

The design of the study was quasi experimental with control group in pretest, post-test and follow up. Statistical population was of all girl students in the 1391-92 in Khorramabad city ,that among the them, 40 persons were selected randomly stage. Measuring data tool in this research,were Sarason test anxiety questionnaire and leaf samples demographic information. After the intervention, post-test and after 4 months follow-up tests were performed. Results analysis with software spss- 20 and Statistical analysis of covariance.

The results showed that intervention based on therapeutic metacognitive reduce were the 64% test anxiety symptoms at post-test and 62% of these symptoms at follow-up (p<0.01).

Based on these findings, can conclude that intervention of metacognitive therapy was effective in reducing symptoms of anxiety and therefore, can use this intervention to reduce symptoms of anxiety in the students.

Test anxiety and academic burnout are an important issue of  students all around the globe. Present survey has been done with the aim of comparing between educational perfectionism schema based strategies training and cognitive-behavioral training on test anxiety and academic burnout among high school female students with educational perfectionism.

the research method was semi-experimental with pretest and posttest design and a control group. Statistical population of study includes female high school students in Giroft province during Fall of year 2021. Among them 48 students, who have the entrance criteria, has been selected and then randomly assigned in two experimental groups and one control group (with 16 people in each group). Friedman and Bendas-Jacob test anxiety scale and Maslash academic burnout have been used for assessment of dependent variable. educational perfectionism schema based strategies training and cognitive-behavioral training have been done for eight meetings which has been lost for 90 minutes. Data has been analyzed by analyses of covariance and Bonferroni post-hoc test.

The results has been shown that there are significant differences between educational perfectionism schema based strategies training and cognitive-behavioral training with control group in  test anxiety,  and in academic burnout only there is a significant differences between cognitive-behavioral training and control group. There is no significant difference between educational perfectionism schema based strategies training and cognitive-behavioral training in test anxiety and academic burnout.

Based on the results of this research two interventional approach can decline the exam anxiety, in addition, cognitive-behavioral approach can reduce the academic burnout high school female students who are perfectionism.

The purpose of the research was to the effectiveness of painting therapy based on mindfulness on cognitive avoidance in students with test anxiety disorders. The present study was quasi-experimental and the statistical population was all female students in the mid-school in district 9 of Tehran during the academic year 2021-2022. A sample of 30 girls with test anxiety, identified by using the test anxiety questionnaire, were selected using the convenience sampling method and random assignment in two groups (15 girls in each the control group and the experimental group). The experimental group was trained in painting therapy based on mindfulness (10 sessions of 60 minutes) and the control group was not trained. The test anxiety questionnaire was used to identify the target sample and the cognitive avoidance questionnaire and the painting therapy protocol based on mindfulness were used. Descriptive statistics, univariate and multivariate covariance analysis, and eta squared results showed that drawing therapy based on mindfulness reduced cognitive avoidance in students. Therefore, painting therapy based on mindfulness is recommended as a psychological intervention to improve the cognitive avoidance of students with test anxiety and increase mental health.

The purpose of this study was to investigate the effect of test anxiety management training on the mindfulness, psychological flexibility and resilience in students with test anxiety. The design of this study was quasi-experimental with pre-test-post-test and control group, and the population of the study included all female high school students in Rasht in the academic year of 2019-2020, who after performing a diagnostic test in order to identify students with test anxiety, the 34 participants were assigned randomly in control and experimental groups of 17. Test Anxiety Questionnaire, Mindful Attention Awareness Scale, psychological flexibility questionnaire and Connor-Davidson Resilience Scale were completed, as the pre-test, by both groups, and after nine test anxiety training sessions, were given again to the groups, as the post-test. The data were analyzed by one-way ANCOVA. The results indicated that test anxiety training is effective to improve psychological flexibility and resilience, but no significant effect was observed on mindfulness. These findings have implicit applications for teachers and educators.